Year 7 Study Support Sessions
Sept 2010
Timings are an indication of possible progress through each ‘lesson’, however, it is left to each individual teacher to determine how their sessions progress. Although the time spent on each section may vary, it is important that all the tasks are attempted. The ‘lesson’ should be completed over 3 or 4 Tutor Periods Some of the Library Skills need access to the Library. Where appropriate, book the Library for you group. Outline Unit Three – Learning Styles Lesson One:
Multi-sensory Learning
Lesson Two:
Be a Powerful Visual Learner
Lesson Three:
Using your Inner Eye
Lesson Four:
Auditory Learning
Lesson Five:
Kinesthetic Learning
Unit Four – Library skills Lessons One:
Finding Information in Books
Lesson Two:
Understanding the Dewey Decimal System
Lesson Three:
Finding Sections of the library
Lesson Four:
Information Search
Unit Three – Multi-sensory learning Unit Aims: •
To raise awareness of the sensory nature of learning
•
To help students understand their own learning preferences and their impact on learning
•
To provide advice and practical strategies to improve learning through all the senses
Unit Outline Lesson One:
Multi-sensory learning?
Lesson Two:
Be a powerful visual learner?
Lesson Three:
Using your inner eye
Lesson Four:
Auditory learning – learn with your ears?
Lesson Five:
Kinesthetic learning
Resources PowerPoint presentation:
Year 7 - Unit Three - Study Support – Library
Worksheets:
3.1, 3.2, 3.3, 3.4 and 3.5
Unit Three - Lesson One Objectives
Suggested Activities
Resources
Starter: Brain Gym
Put your fingertips together, very lightly, and imagine the connections being made between the right and left sides of your brain.
Introduction
“By the end of this lesson, you will understand how you use your senses for learning and you will have identified your own preferences.”
Unit Three PowerPoint – Slide 3 By the end of the lesson
Introducing our senses
Discuss our senses and how they are used (5 mins).
Unit Three PowerPoint – Slide 4 Using our senses
Class discussion – ask pupils to share their ideas about how we use our senses in
Finding out about Preferred Learning Styles
everyday life, with the rest of the group.
Worksheet 3.1
Discuss they different preferred learning styles (5 mins).
Unit Three PowerPoint – Slide 5 Multiple Intelligences
Emphasise that we all learn using the different styles, but as we have grown up, we may have developed a stronger tendency towards one learning style more than the others – this is our ‘preferred’ learning style. Being balanced in all three learning styles is an excellent place to be, because it means that we can be very flexible learners.
Worksheet 3.1
Initial assessment
Pupils are to look at each of the statements and tick those that they feel best describes the way they are (5 mins).
Unit Three PowerPoint – Slide 6 Initial assessment Worksheet 3.1
They should then look at the results and see which learning style has the most ticks and look at how balanced they are with the different learning styles.
Sensory Preference Questionnaire
Pupils are to work through the questionnaire carefully.
Unit Three PowerPoint – Slide 7 Sensory preferences Worksheet 3.1
They should select the option that best reflects how they are. They should tick one box only. If there is a tie, they need to consider the options more carefully and then choose only one. Once completed, they should add up the three separate scores. They should look at what the scores show. Is one higher than the others? Are they all similar? Is one significantly lower than the others? Research has shown, that the most successful learners have learnt to be more ‘equal’ in their preferences.
Plenary
Brief summary of issues raised during the lesson
Unit Three PowerPoint – Slide 8 What did you learn today?
Unit Three - Lesson Two Objectives
Suggested Activities
Starter: Brain Gym
Fold your arms one way, then the other – repeat until each way feels comfortable.
Introduction
“By the end of this lesson, you will understand how to improve your visual learning by creating mind maps that help you remember more.”
Unit Three PowerPoint – Slide 10 By the end of the lesson
Introducing mind maps
Most pupils will have seen or created mind maps. Remind them of the key features.
Unit Three PowerPoint – Slide 11 Learning maps Worksheet 3.2
Mind maps are a way of helping us to learn. They are made up of keywords and
Resources
pictures about a particular topic, connected by lines, arrows and colours. There are no strict rules about how to make them and each pupil should develop their own style.
Creating a mind map
Pupils are to create a word based Mind map on the topic of ‘Me’ (10 mins). Encourage them to have a wide range of keywords relating to all aspects of their lives. Stress that it doesn’t matter if it is untidy. What is important are the words that they put on the paper, not its presentation.
Unit Three PowerPoint – Slide 12 Creating a word mind map Worksheet 3.2
Create a pictorial mind map
Now, ask the pupils to create a picture based mind map (10 mins). They should convert each of the words from the mind map about themselves, into a picture, drawing, cartoon or symbol – initially, no words.
Unit Three PowerPoint – Slide 13 Make a pictorial mind map Worksheet 3.2
Note: some (especially left-brainers) will find this hard and frustrating – this is because they are developing parts of their brain that they are not used to using – good! Some may say ‘I can’t draw’, but remind them that this is not a work of art and the sillier or funnier it is, the more memorable it will be. Once they have created the pictorial mind map, they can then add the words. This will make it the perfect brain-friendly mind map.
Share you mind map
Pupils should swap their mind maps with a partner. They should spend 5 minutes looking at it, then test each other to see how much they have remembered.
Unit Three PowerPoint – Slide 14 Share your mind map Worksheet 3.2
They should reflect on how well they have remembered various items and what helped them to remember – was it the words, or the pictures, or a combination of the two. This should help them to identify the best way to create their own mind maps.
Plenary
Brief summary of issues raised during the lesson
Unit Three PowerPoint – Slide 15 What did you learn today?
Unit Three - Lesson Three Objectives
Suggested Activities
Starter: Brain Gym
Make your hands into fists and put these together to form the shape that resembles your brain. Blow energy and power into the gap between your thumbs.
Introduction
“By the end of this lesson, you will know how to improve all the different intelligences using practical activities.”
Unit Three PowerPoint – Slide 17 By the end of the lesson
Review the intelligence wheels
Ask pupils to look back at their intelligence wheels. They need to also look back at
Unit Three PowerPoint – Slide 18 Your Intelligence Wheel Worksheets 2.1 and 2.2
Improving Intelligences
Task 1: Go though each of the eight multiple intelligences, in turn.
the explanations of each of the multiple intelligences (from Unit Two, Lesson One)
Start with ‘People Smart’ - highlight the key features of this intelligence, then ask the pupils to suggest other activities that might improve that intelligence.
Resources
Unit Three PowerPoint – Slide 19 Improving Intelligences Worksheet 2.3
Ask the pupils to write at least two more activities to help improve the ‘People Smart’ intelligence. Repeat the process, for each of the other intelligences.
Activities using your Intelligences
Optional Task: Pupils are to work in groups to plan a weekend away. They should design a programme of activities that will use all their multiple intelligences.
Unit Three PowerPoint – Slide 20 Weekend Activities Worksheet 2.3
They should make it visual with flowcharts, pictures etc.
Learning task
Pupils are to start to learn the passage from Macbeth. (15-20 mins). Pupils should pair up with someone with the same ‘best’ intelligence. They should look at the techniques for each intelligence and use that technique to help them learn the passage.
Unit Three PowerPoint – Slide 21 Learning Task Worksheet 2.3
Next lesson, they will be asked to recite it.
Plenary
Brief summary of issues raised during the lesson
Unit Three PowerPoint – Slide 22 What did you learn today?
Unit Three - Lesson Four Objectives
Suggested Activities
Starter: Brain Gym
Write your full name in the air with large letters with your normal writing hand. Now, repeat with the other hand.
Introduction
“By the end of this lesson, you will be able to use your best intelligence to improve your weak spots.”
Unit Three PowerPoint – Slide 24 By the end of the lesson
Reciting Macbeth
In the previous lesson, pupils were asked to learn a passage from Macbeth using a
Unit Three PowerPoint – Slide 25 Reciting Macbeth Worksheets 2.3
learning technique suitable to their ‘best’ intelligence.
Resources
Pupils are to work in pairs or small groups and try to recite the passage. They should see how much of the passage they can remember. It is more important that they remember the technique they used. Review the task with the pupils. Try to elicit information that suggests that those that used the appropriate technique for the best intelligence had more success than those that used other methods. Perhaps, ask successful pupils what technique they used and ask the less successful pupils what techniques they used.
Knowing your strengths
Task 1: Pupils are to list their five strongest intelligences and list their favourite subjects, then they need to list three weak intelligences and their hardest subjects
Unit Three PowerPoint – Slide 26 Knowing your strengths
What I need to work on
In pairs, pupils can try to make connections between their strongest and weakest intelligences and their favourite subjects and their hardest subjects.
Worksheet 2.4
Task Two: Work through the example, showing how the strongest intelligences can be used to help with the weak spots.
Unit Three PowerPoint – Slide 27 What I need to work on Worksheet 2.4
Pupils are to complete the task for themselves.
How multiple intelligences work
Pupils can create a television chat show or a newspaper article about the brain and what they have learnt about multiple intelligences.
Unit Three PowerPoint – Slide 28 How multiple intelligences work Worksheet 2.4
Plenary
Brief summary of issues raised during the lesson
Unit Three PowerPoint – Slide 29 What did you learn today?
Unit Three - Lesson Five Objectives
Suggested Activities
Starter: Brain Gym
Write your full name in the air, with large letters, using both hands at the same time – creating a mirror image.
Introduction
“By the end of this lesson, you will be able to use your best intelligence to improve your weak spots.”
Unit Three PowerPoint – Slide 24 By the end of the lesson
Reciting Macbeth
In the previous lesson, pupils were asked to learn a passage from Macbeth using a
Unit Three PowerPoint – Slide 25 Reciting Macbeth Worksheets 2.3
learning technique suitable to their ‘best’ intelligence.
Resources
Pupils are to work in pairs or small groups and try to recite the passage. They should see how much of the passage they can remember. It is more important that they remember the technique they used. Review the task with the pupils. Try to elicit information that suggests that those that used the appropriate technique for the best intelligence had more success than those that used other methods. Perhaps, ask successful pupils what technique they used and ask the less successful pupils what techniques they used.
Knowing your strengths
Task 1: Pupils are to list their five strongest intelligences and list their favourite subjects, then they need to list three weak intelligences and their hardest subjects
Unit Three PowerPoint – Slide 26 Knowing your strengths
What I need to work on
In pairs, pupils can try to make connections between their strongest and weakest intelligences and their favourite subjects and their hardest subjects.
Worksheet 2.4
Task Two: Work through the example, showing how the strongest intelligences can be used to help with the weak spots.
Unit Three PowerPoint – Slide 27 What I need to work on Worksheet 2.4
Pupils are to complete the task for themselves.
How multiple intelligences work
Pupils can create a television chat show or a newspaper article about the brain and what they have learnt about multiple intelligences.
Unit Three PowerPoint – Slide 28 How multiple intelligences work Worksheet 2.4
Plenary
Brief summary of issues raised during the lesson
Unit Three PowerPoint – Slide 29 What did you learn today?
Unit Four – Library Skills Unit Aims: •
To develop skills to find information in books
•
To understand how to find information in a Library
•
To understand the Dewey Decimal system
Unit Outline Lessons One:
Finding Information in Books
Lesson Two:
Understanding the Dewey Decimal System
Lesson Three:
Finding Sections of the library
Lesson Four:
Information Search
Resources PowerPoint presentation:
Year 7 - Unit Four - Study Support – Library
Worksheets:
4.1, 4.2, 4.3 and 4.4 Set of textbooks e.g. Renaissance, Revolution and Reformation (Britain 1485-1750) by Aaron Wilkes Publisher – Folens. Books available from the History Department
Unit Four - Lesson One Objectives
Suggested Activities
Starter: Brain Gym
Slow ‘running on the spot’. At the same time, slowly raise the left knee and right arm, so that the left thigh and right upper arm are horizontal, with the right forearm and lower leg vertical. This should take a slow count of 5, then hold for 5, the slowly lower over a count of 5. Repeat with the right leg/left arm.
Introduction
“By the end of this lesson, you will understand the different ways that you can find information in books.”
Unit Four PowerPoint – Slide 3 By the end of the lesson
How to find information in
Discuss with the pupils the various ways of finding information in books. Issue the
books.
books and use them to identify the Contents, Index, Glossary as well as skimming
Unit Four PowerPoint – Slide 4 Contents and Index
and scanning.
Resources
Worksheet 4.1
Set of textbooks e.g. Renaissance, Revolution and Reformation (Britain 1485-1750) by Aaron Wilkes. Publisher – Folens. Books available from the History Department Contents – Chapters and main topics in the order they appear in the book. Index – a detailed alphabetical list of the main things covered in the book (names, places and objects) along with the page number or numbers where they appear. Glossary – an alphabetical list explaining the meaning of words that appear in the book. Scanning - To give a quick and superficial reading, scrutiny, or consideration; glance Skimming – To look over quickly and systematically; to look over or leaf through
Unit Four PowerPoint – Slide 5 Glossary, Scanning and Skimming
rapidly Clarification – difference between skimming and scanning. Both scanning and skimming are information-gathering activities. People perform them quickly, usually without thinking much. But they don't work the same way, and they don't serve the same purpose. Think of it this way: You're on the wild and woolly Western frontier. Your trusty horse crests the hill. Before you is a vast expanse. You don't know if there's danger out there. You look around. A thicket to the left... a lake in the distance... a tendril of smoke drifting above a small rise... a wooden fence near you on the right – picking out key features that attract your attention. Your "scan" suggests things look pretty safe. Passing the fence, you notice a piece of paper nailed to a post. It's a "Wanted Dead or Alive" poster. You dismount, get closer, and "skim" the text for the most salient facts to help decide if you'll bother with the fine print – yours eyes passing quickly over all the text, focussing on particular details.
Information Search
Pupils are to use these skills to answer the questions on Worksheet 4.1, by finding information from the text books. If you use a different set, create a few questions for the pupils to answer. The questions are in 4 Rounds. Show the questions and give the pupils a set time to find the answers. Go through the answers. Give points etc. Identify Winners.
Unit Four PowerPoint – Slide 6 Round One
Answers: 1a He was convinced he could sail right around the globe and arrive in the East by the sea. 1b He kidnapped 6 to take back to Queen Isabella 1c 10th October 1492 1d Tomatoes, tobacco, turkeys, potatoes, and cocoa. 1e Vasco di Gama, Amerigo Vespucci, Ferdinand Magellan, John Cabot
2a 1450 2b Italy 1452 2c The man who wanted to know everything 2d He made a list of things to do. 2e The finest weapons the world had ever seen, and a machine that would let man fly. 2f An alarm clock 2g A period of discovery between the 14th & 16th centuries in Europe when there was a rebirth in art, literature and learning.
3a 1665 3b Samuel Pepys 3c Ring a Ring of Roses 3d Put gold coin in vinegar for one day. Put the coin in your mouth. 3e Put live frog next to boil and let it suck out the poison and explode.
4a
Because they mainly taught Latin and Greek grammar.
4b A bundle of birch twigs or a whip used to hit children. 4c A pen made from a feather, and a flat, double sided paddle in the shape of a tennis bat used to help reading and writing. 4d The Bible 4e By caning the children!
Plenary
Brief summary of issues raised during the lesson
Unit Four PowerPoint – Slide 14 What did you learn today?
Unit Four - Lesson Two Objectives
Suggested Activities
Starter: Brain Gym
Using both hands, draw a large picture of an object in the air e.g. an elephant, a house, the Eiffel Tower etc. (Everyone can do the same picture or do one of their own choice). They should draw the same picture with both hands and then can also try to draw different pictures, one with each hand.
Introduction
“By the end of this lesson, you will understand how to use the Dewey Decimal System to find books and topics.”
Unit Four PowerPoint – Slide 16 By the end of the lesson
Introduction to the Dewey Decimal system
Pupils are to understand the Dewey Decimal System and where to find sections in
Unit Four PowerPoint – Slide 17 The Dewey Decimal System Worksheet 4.2
the library. Explain that system is for non-fiction books (they will be mentioned later)
Resources
Each book is given a number. The number relates to the category of information that the book is about. The main categories are in 10 sections of 100 numbers. These 10 sections are further subdivided. Librarians have a reference book with the most often used Dewey numbers – the full system runs to 4 volumes!
Using the Dewey Decimal System
Pupils are to use the Worksheet 4.2 to find out what sort of books are in each of the 10 sections and where those sections are in the Library. They should record 3 examples of books in each section.
Unit Four PowerPoint – Slide 18 10 Classes Worksheet 4.2
Pupils are then to investigate the Dewey Decimal System in more detail, looking at books in some of the sub-sections. If time, pupils are to create a map of the Library and write on where the different sections of the Library are Finding Fiction Books
These are more straight forward – alphabetical order by Surname of the Author. Pupils are to complete the Fiction Books section of Worksheet 4.2 Show pupils where they can find the Fiction Books in the Library If time, pupils are to create a map of the Library and write on where the different sections of the Library are
Plenary
Brief summary of issues raised during the lesson
Unit Four PowerPoint – Slide 24 What did you learn today?
Unit Four - Lesson Three Objectives
Suggested Activities
Starter: Brain Gym
Make a clenched fist (either hand). Stick the thumb upwards. Now, make a fist again, by wrapping the thumb around the fingers, while, at the same time, stick out the little finger, of the same hand. Now alternate sticking the little finger out and sticking the thumb out – but not both at the same time. Repeat 5 times.
Resources
Try it with the other hand. Remember to return the finger and thumb to the clenched fist position. Now try with two hands. Make two fists, then stick the thumb out on one hand and the little finger out on the other. Swap fingers and thumbs – there should be only one thumb sticking out and one little finger at any one time. Introduction
“By the end of this lesson, you will know where different types of books and topics are located in the Library.”
Review the Dewey Decimal Sysytem
Recap the tasks in the previous lesson about the Dewey Decimal System and about
Library Treasure Hunt
Pupils are to answer the questions on Worksheet 4.3 by looking on the shelves for book that contain the answers. They should write their answers on the Worksheet. The pupils should also write down the Dewey Decimal number of the book they used to find each answer.
Unit Four PowerPoint – Slide 26 By the end of the lesson
how books are arranged.
Unit Four PowerPoint – Slide 27 Library Treasure Hunt Worksheet 4.3
Although the questions are numbered, they do not have to answer them in order.
Different groups of pupils could be given different question numbers to start on. Once most pupils have completed the sheet, go through the answers and compare the locations of the books that the pupils used to highlight the location of different categories of information in the Library.
Library Map
Pupils are to draw a map to show the location of the various sections of the Library
Worksheet 4.3
Plenary
Brief summary of issues raised during the lesson
Unit Four PowerPoint – Slide 32 What did you learn today?
Unit Four - Lesson Four Objectives
Suggested Activities
Starter: Brain Gym
With the first finger of the left hand draw a triangle with sides approximately 30cm.. With the right hand draw a square.
Resources
Draw both shapes at the same time – e.g. triangle with the left hand and square with the right hand. Draw one side of each shape at the same time.
Introduction
“By the end of this lesson, you will be able to use the various ways of finding information and books to research a famous person.”
Unit Four PowerPoint – Slide 33 By the end of the lesson
Researching a famous
Pupils are to research a Famous Person.
Unit Four PowerPoint – Slide 34 Information Search Slide 35 Research Worksheets 4.4
person
Suggested names are available. Cut into strips, pupils can select a name at random from a bag, or you can issue names. They can investigate anyone they choose, if you wish, but it is better not to have duplicates. Pupils should find out as much as they can about their selected person. They should use the techniques developed during the past few lessons to find suitable information. They can make notes on the Worksheet 4.4 and can then, on the reverse of the worksheet, they can create a Poster, Information sheet, Newspaper etc of the findings, or present back to the rest of the group, either who class or in small
groups.
Plenary
Brief summary of issues raised during the lesson
Unit Four PowerPoint – Slide 36 What did you learn today?